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Enhancing noticing: Using a hypothetical learning trajectory to improve pre-service primary teachers' professional discourse
Citation
Ivars, P., Fernández, C., Llinares, S., & Choy, B. H. (2018). Enhancing noticing: Using a hypothetical learning trajectory to improve pre-service primary teachers' professional discourse. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), Article em1599. https://doi.org/10.29333/ejmste/93421
Abstract
The aim of this paper is to examine whether the use of a hypothetical learning trajectory as a guide to notice students’ mathematical thinking could improve pre-service teachers professional discourse and enhance pre-service teachers’ noticing. Twenty-nine pre-service primary school teachers participated in a learning environment in which they had to interpret students’ thinking about the fraction concept using a hypothetical learning trajectory as a guide. Results suggest that using a hypothetical learning trajectory as a guide helped pre-service teachers develop a more detailed discourse when interpreting students’ mathematical thinking, enhancing their noticing skill. The enhancement of the skill of noticing, however, was linked to pre-service teachers’ mathematical content knowledge. This research provides teacher educators with resources to help pre-service teachers produce a more detailed professional discourse to attend to the details of students’ answers and their different mathematical levels of thinking in mathematics teacher education programs.
Date Issued
2018
Publisher
Modestum
Journal
Eurasia Journal of Mathematics, Science and Technology Education
Grant ID
EDU2014-54526-R
EDU2017-87411-R
FPU14/07107
Funding Agency
MINECO
Ministry of Education, Culture and Sports (Spain)